Junior Cycle

Business Studies

Curriculum Specification
 Contents
Page 3 Introduction to junior cycle

Page 4 Rationale

Page 5 Aim
Page 6 Overview: Links
Statements of Learning
Key Skills

Page 9 Overview: Course

Progression from primary to senior cycle

Page 13 Expectations for Students

Strand one: Personal finance
Strand two: Enterprise
Strand three: Our economy

Page 17 Assessment & Reporting

Assessing the Classroom-Based Assessments
Assessment Task
The final examination

Page 23 Appendix 1
Glossary of business terms

Page 25 Appendix 2
Glossary of action verbs
 3 Introduction to
junior cycle
Junior Cycle
Business Studies
Introduction
to junior cycle

Junior cycle education places students at the centre of the educational experience, enabling them
to actively participate in their communities and in society and to be resourceful and confident
learners in all aspects and stages of their lives. Junior cycle is inclusive of all students and
contributes to equality of opportunity, participation and outcome for all.

The junior cycle allows students to make a greater connection with learning by focusing on the
quality of learning that takes place and by offering experiences that are engaging and enjoyable
for them, and relevant to their lives. These experiences are of a high quality, contribute directly to
the physical, mental and social well-being of learners, and where possible, provide opportunities
for them to develop their abilities and talents in the areas of creativity, innovation and enterprise.
The learners junior cycle programme builds on their learning to date and actively supports their
progress in learning, and in addition, supports them in developing the learning skills that will
assist them in meeting the challenges of life beyond school.
 4
Junior Cycle
Rationale
Business Studies
Rationale

Young people are growing up in a globalised and dynamic world. New opportunities and
challenges will emerge in their lifetimes that are virtually unimaginable today. Developing
technologies, environmental and societal challenges, demographics, global competition and
changing consumer demand will drive these changes. Studying business helps to equip students
with the understanding, skills and attitudes to participate fully in an interconnected world.

Business studies encourages students to develop an appreciation of how their lives are shaped
by economic and social factors. They are enabled to make informed decisions, to better manage
their personal financial resources and to be adaptable, creative, and enterprising. Business studies
also improves their knowledge and understanding of good business practice and of business as a
productive activity.

Entrepreneurship enhances the quality of our collective and individual lives, often changing
the way we work, communicate and live. Business studies provides an awareness, insight and
positive attitude to entrepreneurship, demonstrating how it can improve our goods, services and
institutions.

Business studies encourages students to develop skills for learning, skills for work and skills for
life. It supports the development of analytical and critical thinking skills, encouraging students
to be problem solvers. It reinforces the development of students numeracy, literacy and digital
technology skills by providing a real-life context for their application.

Business studies explores the interdependence of economic prosperity, societal well-being and the
environment and encourages students to think and act as responsible and ethical citizens. They
will be provided with a set of foundational skills, understandings and personal attributes, which
will help them to engage with the dynamic business environment and fulfil their potential in their
personal and professional lives, now and into the future.
 5
Junior Cycle
Aim
Business Studies
Aim

Business studies aims to stimulate students interest in the business environment and how they
interact with it. It develops skills, knowledge, attitudes and behaviours that allow them to make
informed and responsible decisions with all of the resources available to them, ensuring their and
societys well-being, while becoming more self-aware as learners.
 6
Junior Cycle
Overview: Links
Business Studies
Overview: Links Tables 1 and 2 on the following pages show how junior cycle business studies is linked to central
features of learning and teaching in junior cycle.

Table 1: Links between junior cycle business studies and the statements of learning

STATEMENTS OF LEARNING
The statement Examples of relevant learning

SOL 7: The student values what it means Students will evaluate their consumer choices,
to be an active citizen, with rights and understanding how their choices impact
responsibilities in local and wider contexts. positively and negatively on their community
and the wider world.

SOL 9: The student understands the origins and Students will examine the extent to which an
impacts of social, economic, and environmental organisation can impact on the economy, people
aspects of the world around her/him. and environment in which it is based.

SOL 14: The student makes informed financial Students will manage their financial resources,
decisions and develops good consumer skills. understanding the benefits to shop wisely and
ethically, while evaluating financial risks.

SOL 18: The student observes and evaluates Students will use numerical and graphical
empirical events and processes and draws valid data to analyse and problem-solve topics and
deductions and conclusions. questions in order to make effective decisions.

SOL 22: The student takes initiative, is Students will conduct market research in order
innovative and develops entrepreneurial skills. to appreciate entrepreneurship and to inspire
curiosity and innovation.

SOL 24: The student uses technology and Students will access, communicate and/or
digital media tools to learn, communicate, work present information using digital technology
and think collaboratively and creatively in a and explore its impact on how business is
responsible and ethical manner. conducted.
 KEY SKILLS

7 In addition to their specific content and knowledge, the subjects and short courses of junior cycle
provide students with opportunities to develop a range of key skills. Figure 1 below illustrates the
key skills of junior cycle. There are opportunities to support all key skills in this course, but some
Junior Cycle
Business Studies are particularly significant.

Overview: Links
Key Skills of Junior Cycle
Figure 1: The elements of the eight key skills of junior cycle

Developing my understanding and

enjoyment of words and language
Reading for enjoyment and with
critical understanding
Knowing myself
Writing for different purposes
Making considered decisions
Expressing ideas clearly and
accurately Setting and achieving
personal goals
Developing my spoken language
Being able to reflect on my own learning
Exploring and creating a variety of
texts, including multi-modal texts. Using digital technology to manage
myself and my learning
Using language
Using number
Listening and expressing myself
Performing and presenting
BEING
Discussing and debating LITERATE
Using digital technology
to communicate Being healthy and
COMMUNICATING MANAGING physically active
MYSELF Being social
Being safe
Being spiritual
Being confident

Developing good
relationships and dealing
WORKING
WITH
OTHERS
KEY Being positive about
learning

SKILLS
with conflict Being responsible, safe
STAYING and ethical in using
Co-operating WELL digital technology
Respecting difference
Contributing to making
the world a better place
Learning with others BEING
Working with others CREATIVE MANAGING Being curious
through digital INFORMATION
& THINKING Gathering, recording,
technology organising and evaluating
BEING information and data
NUMERATE
Thinking creatively and critically
Reflecting on and evaluating
my learning
Imagining Using digital technology
Exploring options and alternatives to access, manage and share
content
Implementing ideas and taking action Expressing ideas mathematically
Learning creatively Estimating, predicting and calculating
Stimulating creativity using digital Developing a positive disposition
technology towards investigating, reasoning
and problem-solving
Seeing patterns, trends and relationships
Gathering, interpreting and representing data
Using digital technology to develop
numeracy skills and understanding

www.juniorcycle.ie

12914 NCCA Jr Cycle Key Skills Poster v2.indd 1 23/10/2015 15:12

 Table 2 below identifies some of the elements that are related to learning activities in business

8 studies. Teachers can also build many of the other elements of particular key skills into their
classroom planning.

Junior Cycle
Business Studies Table 2: Links between junior cycle business studies and key skills
Overview: Links
KEY SKILLS
Key skill Example of key skill Examples of associated student learning activities
element

Being creative Implementing ideas Students will generate ideas on products/services in

and taking action a creative environment and will be empowered to
realise these ideas.

Being literate Exploring and creating Students will access and engage with oral, written
a variety of texts, and multi-modal texts in conducting project research
including multi-modal and in presenting their findings.
texts

Being numerate Seeing patterns, trends Students will evaluate how the prices of particular
and relationships goods and services are determined, understanding
the interaction of demand and supply.

Communicating Using digital Students will interact through social media and
technology to other digital technology in order to explore relevant
communicate business issues.

Managing Gathering, recording, Students will prepare financial accounts, assess the
information and organising, and financial position and present their analysis in tabular
thinking evaluating information and/or graphic formats.
and data

Managing Making considered Students will evaluate risks associated with saving
myself decisions and borrowing money and make informed and
responsible financial decisions.

Staying well Being positive about Students will discuss current issues in the business
learning environment and their enthusiasm for and curiosity
about business will be stimulated.

Working with Developing good Students will collaborate and negotiate with others in
others relationships and the classroom to explore views and complete tasks in
dealing with conflict a range of contexts and activities.
 9
Junior Cycle
Overview: Course
Business Studies
Overview: Course

The specification for junior cycle business studies focuses on improving students understanding
of the business environment and on developing skills for life, work and further study through the
three inter-connected strands: Personal finance, Enterprise and Our economy.

Figure 2: The strands of junior cycle business studies

PERSONAL
FINANCE

OUR
ENTERPRISE
ECONOMY

Personal finance
Personal finance focuses on students developing a set of skills, knowledge and values that allows
them to make informed decisions to effectively and responsibly manage their financial resources.

Enterprise
Enterprise encourages students to identify opportunities and turn them into practical and
targeted activities within business and wider society through the development and application of
their understanding, skills and values. It develops students basic understanding of the financial,
marketing and operational functions of an organisation.
 Our economy
10 Our economy enables students to understand the dynamic relationship between the local, national
and international economic situation. It develops students ability to identify and understand basic
Junior Cycle economic concepts as they relate to personal finance, enterprise and the Irish economy.
Business Studies
While the learning outcomes associated with each strand are set out separately in this
Overview: Course
specification, this should not be taken to imply that the strands are to be studied in isolation. The
students engagement and learning are optimised by a fully integrated experience of Personal
finance, Enterprise and Our economy. To give further emphasis to the integrated nature of
learning, the outcomes for each strand are grouped by reference to three elements:

Managing my resources

Exploring business

Using skills for business.

These elements describe a three-fold focus for learning in the business classroom. Each element
particularly focuses on the goals of the learning process, that is, the acquisition of new knowledge,
skills and values. As the students progress through each of the strands, there will be a systematic
development of their fundamental knowledge, their principles and values, and key skills through
each of the elements.

Figure 3: The integrated nature of strands and elements

PERSONAL ENTERPRISE OUR

FINANCE ECONOMY

MANAGING MY RESOURCES

EXPLORING BUSINESS

USING SKILLS FOR BUSINESS

 MANAGING MY RESOURCES

11 Across the strands, the learning outcomes in this element focus on developing students
awareness, knowledge and understanding of the fundamentals of personal finance, enterprise and
economics.
Junior Cycle
Business Studies
Overview: Course
EXPLORING BUSINESS
This element focuses on the context for business, looking at the themes of globalisation,
sustainable development and consumerism. It enables students to reflect on the
interconnectedness of business to the economy, society and environment, and encourages them to
be active and responsible.

USING SKILLS FOR BUSINESS

This element broadens students understanding by enabling them to proactively apply their
knowledge and skills to their own lives and in the dynamic business environment.

Junior cycle business studies has been designed for a minimum of 200 hours of timetabled student
engagement across the three years of junior cycle. The Classroom-Based Assessments will be set at
a common level and there will be a common level externally-assessed final assessment.

In planning a course, the teacher will take account of the need to provide a wide range of
opportunities for students to have meaningful and stimulating learning experiences across
a broad range of contexts. The business environment is a dynamic one, and contemporary
references to business and current affairs should be incorporated into the business classroom.

Planning needs to consider curriculum progression in terms of skills development and the
development of the knowledge and understanding of the fundamental concepts. Teachers can plan
to focus on the development of key skills through student-centred activities, recognising that any
one activity does not always require students to develop the full range of key skills. Opportunities
for more detailed and comprehensive activities can be included when students have developed
the confidence and capacity to apply key skills in increasingly complex learning situations. All
students, including those with a specific physical or learning need, should be enabled to participate
in the learning activities of business studies with their peers at the appropriate level and with due
consideration to health and safety requirements.

Business studies can facilitate students to pursue their individual interests. This specification aims
to maintain a balance between the depth and breadth of the subject. This affords a reasonable
degree of freedom for teachers to facilitate learning in a way that reflects students own choices,
curiosity and entrepreneurial spirit. Achieving learning outcomes should be planned in a way that
is active, stimulating and genuinely responds to students real-life experience.
 Progression from primary to senior cycle
12
PRIMARY CURRICULUM
Junior Cycle
Business Studies At primary level, children begin to encounter and form a basic awareness of the economic world
in which they live. While business is not a stand-alone subject within the primary curriculum,
Overview: Course
in its strands, elements and outcomes, the specification for junior cycle business studies can
progress related learning that has taken place at primary level. The primary mathematics
curriculum develops the childs mathematical skills in the areas of problem-solving, representing
mathematical ideas in different modes, and reasoning. Within the Social, Environmental and
Scientific Education (SESE) curriculum area children are provided with opportunities to further
develop their understanding of people living and working in the local community and beyond, as
well as developing their knowledge of trade and development issues. Such awareness, knowledge
and skills are addressed and developed in the study of business in post-primary education.

SENIOR CYCLE
Significantly, there is a strong development of the understanding and skills required for business-
related subjects in senior cycle. Mini-company formation, enterprise and social innovation
competitions and school banks feature in the Transition Year (TY) programmes of many schools.
Schools are also availing of TY to offer students work experience and workplace investigations.
There are strong links to the syllabuses for Leaving Certificate business, accounting and
economics, with students building on their financial, business and economic understanding
and skills from junior cycle. Furthermore, business studies prepares students for the Leaving
Certificate Vocational Programme (LCVP). The LCVP combines academic study with a focus on
enterprise, the community and preparation for working life. As part of the programme students
undertake a module in Enterprise Education which involves recognising and learning about
enterprise skills, entrepreneurial activities and local business organisations. It is also beneficial
for students who opt for the Leaving Certificate Applied (LCA) as it prepares students for the
transition from the world of the school to that of adult and working life. As part of the LCA,
students undertake and complete a significant task of a practical and/or enterprising nature over
an extended period of time.
13 Expectations
for Students
Junior Cycle
Business Studies
Expectations
for Students

Expectations for students is an umbrella term that links learning outcomes with annotated
examples of student work. When teachers, students or parents looking at the online specification
scroll over the learning outcomes, a link will sometimes be available to examples of work
associated with a specific learning outcome or with a group of learning outcomes. The examples of
student work will have been selected to illustrate expectations and will have been annotated by
teachers.

The examples will include work that is

in line with expectations

above expectations

exceptional

The purpose of the examples of student work is to show the extent to which the learning outcomes
are being realised in actual cases.

Learning outcomes
Learning outcomes are statements that describe what knowledge, understanding, skills and
values students should be able to demonstrate having studied business studies in junior cycle.
The learning outcomes set out in the following tables apply to all students. As set out here,
they represent outcomes for students at the end of their three years of study. The specification
stresses that the learning outcomes are for three years and therefore the learning outcomes
focused on at a point in time will not have been completed but will continue to support the
students learning of business studies up to the end of junior cycle.

The outcomes are numbered within each strand. The numbering is intended to support teacher
planning in the first instance and does not imply any hierarchy of importance across the
outcomes themselves. Junior cycle business studies is offered at a common level. The examples
of student work linked to learning outcomes will offer commentary and insights that support
different standards of student work.
 Strand one: Personal finance
14 Personal finance focuses on students developing a set of skills, knowledge and values that allows
them to make informed decisions to effectively and responsibly manage their financial resources.
Junior Cycle In this strand, students learn about managing their finances, responsible consumer behaviour and
Business Studies the value of using resources ethically and efficiently for the benefit of individuals and society.
Expectations
for Students ELEMENT: Managing my resources
Students should be able to:
1.1 Review the personal resources available to them to realise their needs and wants and analyse
the extent to which realising their needs and wants may impact on individuals and society

1.2 Identify and classify sources of income and expenditure, compare options available to best
manage financial resources, evaluating the risks associated with each option and making
informed and responsible judgements

1.3 Construct a personal financial lifecycle to identify financial needs at different life stages

1.4 Explain key personal taxes and charges and suggest the occasions when and why they might
arise

1.5 Identify reasons for saving and borrowing money, relate the reasons to determining
appropriate sources of finance with respect to their purpose, costs and risks

1.6 Identify appropriate types of insurance for particular personal needs and consider costs,
benefits and risks

ELEMENT: Exploring business

Students should be able to:

1.7 Distinguish between and appreciate their rights and responsibilities as consumers

1.8 Compare the services provided by consumer agencies and financial institutions to assist and
support customers

1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and
services and evaluate how they can contribute to sustainable development through consumer
behaviour

1.10 Discuss and evaluate how globalisation and developments in technology impact on consumer
choice and behaviour

ELEMENT: Using skills for business

Students should be able to:

1.11 Interpret a wage slip and calculate personal tax liability arising from employment

1.12 Prepare and analyse a budget, determine the financial position, recommend appropriate
action and present the analysis in tabular and graphic formats

1.13 Monitor and calculate income and expenditure data, determine the financial position,
recommend appropriate action and present the analysis in tabular and graphic formats
 Strand two: Enterprise
15 Enterprise encourages students to identify opportunities and turn them into practical and targeted
activities within business and wider society through the development and application of their
Junior Cycle understanding, skills and values. In this strand, students learn about being enterprising, the
Business Studies functions of an organisation and the business environment.
Expectations
ELEMENT: Managing my resources
for Students
Students should be able to:
2.1 Identify different types of financial, cultural and social enterprise and appreciate the role
each plays in society

2.2 Describe the skills and characteristics of being enterprising and appreciate the role of an
entrepreneur in an organisation, in society and to the economy

2.3 Differentiate between employment, work and volunteerism, identifying and describing
features, benefits, rewards and careers within each

ELEMENT: Exploring business

Students should be able to:

2.4 Distinguish between the rights and responsibilities of employer and employee from a legal,
social, environmental and ethical perspective

2.5 Investigate the positive and negative impacts on a community of an organisation from an
economic, social and environmental perspective

2.6 Discuss the impact of digital technologies on an organisation, debating the associated rewards
and costs

ELEMENT: Using skills for business

Students should be able to:

2.7 Conduct market research in order to investigate an entrepreneurial opportunity and
analyse, interpret and communicate the research findings using relevant terminology and
representations

2.8 Devise and apply a marketing mix in order to promote a new or existing product or service

2.9 Develop a simple business plan for a new or existing product or service

2.10 Complete and interpret key business documents that an organisation uses to manage its
transactions for accountability purposes

2.11 Assess the importance of planning an organisations cash flow, propose suitable sources of
finance to manage expenditure and prepare a budget

2.12 Prepare a cash account to monitor income received and payments made by an organisation,
evaluate its financial position and recommend a course of action; post figures to relevant
ledgers and extract a trial balance

2.13 Prepare final accounts to assess the financial performance of an organisation at the end of a
trading period, analyse and evaluate its financial position and recommend a course of action
 Strand three: Our economy
16 Our economy enables students to understand the dynamic relationship between the local, national
and international economic situation. It develops students ability to identify and understand
Junior Cycle basic economic concepts as they relate to personal finance, enterprise and the Irish economy. In
Business Studies this strand, students learn about the demand and supply of goods and services, the role of the
Expectations government in managing the economy, and about economic issues such as trade, employment and
for Students Irelands membership of the European Union (EU).

ELEMENT: Managing my resources

Students should be able to:

3.1 Explain how scarcity of economic resources results in individuals having to make choices;
predict possible consequences of these choices

3.2 Explain how individuals, organisations (for profit and not-for-profit) and the government work
together to distribute economic resources used to produce goods and services

3.3 Evaluate how changes in the supply and demand of goods and services in different markets
can affect prices

3.4 Differentiate between different sources of government revenue and government expenditure

ELEMENT: Exploring business

Students should be able to:

3.5 Examine the purpose of taxation from a financial, social, legal and ethical perspective

3.6 Explain how economic growth can impact positively and negatively on society and the
environment and justify the promotion of sustainable development

3.7 Debate the implications of globalisation of trade, including the benefits and challenges of
international trade

3.8 Discuss the economic and social benefits and challenges of Irelands membership of the EU

ELEMENT: Using skills for business

Students should be able to:

3.9 Explain the relevance of economic indicators such as inflation, employment rates, interest
rates, economic growth, national income and national debt for individuals and the economy

3.10 Use their knowledge, and information from a range of media sources, to discuss current
economic issues and present an informed view

3.11 Evaluate the benefits and costs of a government economic policy and assess who enjoys the
benefits and who bears the costs
 17 Assessment
& Reporting
Junior Cycle
Business Studies
Assessment
& Reporting

Assessment in education involves gathering, interpreting and using information about the
processes and outcomes of learning. It takes different forms and can be used in a variety of
ways, such as to record and report achievement, to determine appropriate routes for learners to
take through a differentiated curriculum, or to identify specific areas of difficulty or strength
for a given learner. While different techniques may be employed for formative, diagnostic and
summative purposes, the focus of the assessment and reporting is on the improvement of student
learning. To do this it must fully reflect the aim of the curriculum.

The junior cycle places a strong emphasis on assessment as part of the learning process. This
approach requires a more varied approach to assessment in ensuring that the assessment method
or methods chosen are fit for purpose, timely and relevant to the students. Assessment in junior
cycle business studies will optimise the opportunity for students to become reflective and active
participants in their learning and for teachers to support this. This rests upon the provision for
learners of opportunities to negotiate success criteria against which the quality of their work can
be judged by peer, self, and teacher assessment; and upon the quality of the focused feedback they
get in support of their learning.

Providing focused feedback to students on their learning is a critical component of high-quality

assessment and a key factor in building students capacity to manage their own learning and their
motivation to stick with a complex task or problem. Assessment is most effective when it moves
beyond marks and grades, and reporting focuses not just on how the student has done in the past
but on the next steps for further learning. This approach will ensure that assessment takes place
as close as possible to the point of learning. Final assessment still has a role to play, but is only one
element of a broader approach to assessment.

Essentially, the purpose of assessment and reporting at this stage of education is to support
learning. Parents/guardians should receive a comprehensive picture of student learning. Linking
classroom assessment and other assessment with a new system of reporting that culminates in the
awarding of the Junior Cycle Profile of Achievement (JCPA) will offer parents/guardians a clear
and broad picture of their childs learning journey over the three years of junior cycle. To support
this, teachers and schools will have access to an Assessment Toolkit. Along with the guide to the
Subject Learning and Assessment Review (SLAR) process, the Assessment Toolkit will include
learning, teaching and assessment support material, including:

formative assessment
planning for and designing assessment
ongoing assessments for classroom use
judging student work looking at expectations for students and features of quality
reporting to parents and students
thinking about assessment: ideas, research and reflections
a glossary.

The contents of the Assessment Toolkit will include a range of assessment supports, advice and
guidelines that will enable schools and teachers to engage with the new assessment system and
reporting arrangements in an informed way, with confidence and clarity.
 Assessment for the JCPA
18 The assessment of business studies for the purposes of the Junior Cycle Profile of Achievement (JCPA)
will comprise two Classroom-based Assessments, Business in Action and Presentation, and a final
Junior Cycle assessment. In addition, the second Classroom-Based Assessment will have a written Assessment
Business Studies Task that will be marked, along with the final assessment, by the State Examinations Commission.
Assessment
& Reporting
Rationale for the Classroom-Based Assessments in business studies
Classroom-Based Assessments are the occasions when the teacher assesses the students in the
specific assessments that are set out in the specification. Classroom-Based Assessments are similar
to the formative assessment that occurs every day in every class. However, in the case of the
Classroom-Based Assessments, the teachers judgement is recorded for the purpose of subject
learning and assessment review, and for the schools reporting to parents and students.

Junior cycle business studies will have two Classroom-Based Assessments. The Classroom-Based
Assessments will relate to the students work during second and third year of junior cycle education.

Over the three years of junior cycle, students will be provided with opportunities to stimulate
their curiosity and interest in the business environment. The Classroom-Based Assessments link
to the priorities for learning and teaching in business. The Classroom-Based Assessments will
provide an opportunity for students to:

research information using a range of methods

analyse data and evidence to make informed value judgements and decisions
organise information and plan logically
communicate clearly and effectively
collaborate with others on tasks
reflect on their contributions to the work and their own learning.
Through these Classroom-Based Assessments students will develop their knowledge,
understanding, skills, and values, thereby achieving the learning outcomes across the strands.

Classroom-Based Assessment 1: Business in Action

Business in Action provides students will the opportunity to actively engage in a practical and
authentic learning experience that reflects activities undertaken regularly in the business
environment. Students will act as consumers, entrepreneurs, managers and decision-makers as
they plan and conduct research, analyse data and information, problem-solve and make decisions,
use digital technology to manage information, and take action. They will learn about, and make
informed decisions about, their own resources and issues of social, cultural and global importance.
These are essential skills required for life, work and further education.

Students are given three options from which to choose a Business in Action project:

1. Enterprise in Action
2. Economics in Action
3. Finance in Action.

Business in Action is a group project. It comprises four areas of activity: conducting research,
evaluating information, developing action plans and reporting findings. Students should collaborate
with classmates in order to complete the project but teachers should ensure that each student
makes an individual contribution to the project, and produces evidence to meet the features of
quality of this assessment.
 19
Project option Description

Enterprise in Students are given an opportunity to engage in an enterprising activity. They

Action can choose from the following:
Junior Cycle
Business Studies Students can develop a product or service. The product or service can be one
they devise or create themselves, which they identify as having a potential
Assessment
& Reporting market, or one that already exists, which they identify as having the potential
to expand its market.
Students can organise an enterprise event or activity (for-profit or not-for-
profit). It can be a once-off event or one that is organised over a longer period
of time. It can be undertaken for economic, social or cultural purposes.

As part of this project, students will

carry out market research in order to assess the feasibility of their enterprise
evaluate their research findings
develop a business action plan based on their research findings which will
describe the marketing mix to be applied and financial information for the
enterprise
provide their chosen product, service, enterprise event or activity to their
target market, where possible
record the inputs and outputs of the enterprise
make a recommendation as to the viability of the enterprise.

Economics in Students are given an opportunity to choose an economic trend, development,

Action change or policy that is impacting positively or negatively on the Irish economy
and society.

As part of this project, students will

carry out research on their chosen economic issue

evaluate their research findings: the economic evaluation will include
identifying and assessing the economic, social and environmental benefits
and costs of the economic issue on different key stakeholders
demonstrate the use of relevant economic indicators and graphic
representations to support their evaluation of the research findings
develop an action plan outlining economic policy changes that might
maximize the resulting economic outcomes.

Finance in Students are given an opportunity to identify and research a financial challenge
Action for a consumer or an organisation (for-profit or not-for-profit).

As part of this project, students will

investigate and research a chosen financial challenge

evaluate their research findings: the evaluation will comprise an analysis of
the financial position of the consumer or organisation
suggest some causes for the financial challenge and identify the benefits and
costs of the financial challenge to different key stakeholders
support their analysis with tabular and graphic representations
classify and describe the positive and negative impacts on the income and
expenditure and/or the profit and loss position of a consumer or organisation
develop an action plan to address the financial challenge based on their
evaluation of the research findings.
 EVIDENCE OF LEARNING

20 For successful completion of the Classroom-Based Assessment, students must submit a report
on their research findings and action plan. The submitted report is the evidence of the students
learning. The submitted report must be in a written format deemed appropriate by the teacher
Junior Cycle
Business Studies and students, taking into account a schools unique context and the abilities and interests of the
individual students.
Assessment
& Reporting Students will select the information which they feel is most relevant, reliable and of good quality
to be included as evidence of their completed project. This assessment will be completed towards
the end of year two.

Classroom-Based Assessment 2: Presentation

This Classroom-Based Assessment has two priorities: to offer students the opportunity to apply
their knowledge, skills and understanding to different real-life settings, and to develop their
communication skills. During this Classroom-Based Assessment, students will apply course
learning to their daily lives and the world of work, integrate theoretical ideas to practical contexts
and begin to develop reflective skills. This Classroom-Based Assessment intends to build on the
positive dialogue between students and teachers on business-related interests throughout the
three years of study.

This Classroom-Based Assessment requires students to investigate and present on a business-

related topic. The chosen topic may be directly related to specific course content or students
may decide to study an issue of personal or local relevance, provided it is related to the business
environment. In order to complete this Classroom-Based Assessment students will be expected to

undertake some original investigative work in order to find out more about the topic
explain their interest in the topic
evaluate what they have learned about the business environment as a result of their
investigation
reflect on how they see the world differently and how their behaviour has changed having
engaged with the topic
demonstrate the development of their communication skills through presentation.
Students are precluded from presenting on their Business in Action Classroom-Based Assessment.

The Presentation is an individual project. It comprises three areas of activity: investigating,

reflecting on learning and communicating. Students may collaborate with classmates in gathering
relevant information but teachers should ensure that each student is able to individually produce
evidence to meet the features of quality of this assessment.

EVIDENCE OF LEARNING
For successful completion of the Classroom-Based Assessment, students must demonstrate
evidence of their work through an individual presentation.

Students can use a range of different support materials and tools during their presentation such
as digital technology, posters, graphic representations, financial accounts, interview questions or
storyboards, taking into account a schools context and the talents and interests of the individual
students. The presentation will be completed during term one of year three.
 Features of quality
21 The features of quality support student and teacher judgement of the Classroom-Based
Assessments and are the criteria that will be used by teachers to assess the pieces of student work.
Junior Cycle
Business Studies All students will complete both CBAs.1

Assessment
CBA Completion of the assessment SLAR1 meeting
& Reporting
Business in Action Towards the end of second year One review meeting

Presentation End of first term in third year One review meeting

Assessing the Classroom-Based Assessments

More detailed material on assessment for reporting in junior cycle business studies, setting out
details of the practical arrangements related to assessment of the Classroom-Based Assessments,
will be available in a separate assessment specification and guidelines. This will include, for
example, the suggested length and formats for student pieces of work, and support in using on-
balance judgement in relation to the features of quality. The NCCAs Assessment Toolkit will also
include substantial resource material for use and reference in ongoing classroom assessment of
junior cycle business studies, as well as providing a detailed account of the Subject Learning and
Assessment Review process.

Assessment Task
Students complete a formal written Assessment Task to be submitted to the State Examinations
Commission for marking along with the final examination for business studies. The Assessment
Task links to the priorities of the Presentation, which offers students the opportunity to apply
their knowledge, skills and understanding to different real-life settings and to develop their
communication skills. The knowledge and skills developed by students during this Classroom-
Based Assessment emerge from their growing awareness of the dynamics of the business
environment.

The Assessment Task will assess the students in aspects of their learning including:

their ability to evaluate new knowledge or understanding that has emerged through their
experience of the Presentation
their capacity to reflect on the skills they have developed, and to apply them to unfamiliar
situations
their ability to reflect on how their value system has been influenced through the experience of
the Presentation.

1 Subject Learning and Assessment Review

 INCLUSIVE ASSESSMENT PRACTICES

22 This specification allows for inclusive assessment practices whether as part of ongoing assessment
or Classroom-Based Assessments. Where a school judges that a student has a specific physical or
learning difficulty, reasonable accommodations may be put in place to remove, as far as possible,
Junior Cycle
Business Studies the impact of the disability on the students performance in Classroom-Based Assessments. The
accommodations, e.g. the support provided by a Special Needs Assistant or the support of assistive
Assessment
& Reporting technologies, should be line with the arrangements the school has put in place to support the
students learning throughout the year.

The final examination

There will be one examination paper at a common level, set by the State Examinations
Commission (SEC). The examination will be no longer than two hours in duration and will take
place at the end of third year. During this assessment, students will be required to engage with,
demonstrate comprehension of, and provide written responses to stimulus material.

In any year, the learning outcomes to be assessed will constitute a sample of the relevant outcomes
from the tables of learning outcomes.
23
Junior Cycle
Appendix 1
Business Studies
Glossary of
business terms Glossary of business terms
The terminology associated with business can often be confusing, with many words having
several interpretations. This glossary is designed to clarify the terminology as used in the junior
cycle business studies specification to enable teachers and students to understand how the terms
are interpreted and applied.

Term Interpretation

Business Any commercial, industrial or professional activity undertaken by an

individual or a group.

Business All of the factors, both internal and external, which influence the function
environment of a business. It includes, for example, consumers, suppliers, competing
companies, entrepreneurs, improvements in technology, laws, government
activities, and market, social and economic trends.

Company A commercial business or enterprise.

Economic resources The factors used in producing goods or providing services. They are the
inputs that are used to create things or help provide services including
human resources and non-human resources, such as land, capital goods,
financial resources, and technology.

Economy A system of institutions and organisations involved in the production and

distribution of goods and services.

Enterprise The ability of a person, acting independently or with others, to creatively

generate and build ideas, to identify opportunities for innovation and turn
them into practical and targeted actions.

Entrepreneurship To act upon opportunities and ideas and transform them into value for
others. The value that is created can be financial, cultural or social.

Organisation An organised group of people with a particular purpose, such as a company

or a government department. It can be a for-profit or a non-profit organisation
and can include everything from a small owner-operated company such as a
family restaurant, to a multinational company.

Digital technology A set of technological tools and resources used to communicate, and to create,
disseminate, store, and manage information, for example, mobile phones,
apps, tablets and computers.
24
Term Interpretation

Sustainability A process of balancing the social, economic, and environmental systems

that are in constant interaction for the well-being of individuals now and
Junior Cycle
Business Studies in the future. There are three core pillars of sustainability: the social, the
environmental, and the economic (people, planet, and profit).
Glossary of
business terms
Sustainable Development which meets the needs of the present without compromising
development the ability of future generations to meet their own needs. It is a continuous,
guided process of economic, environmental and social change aimed at
promoting the well-being of citizens now and in the future.

Globalisation A process of international integration emerging from the interchange of

world views, products, services, ideas and other aspects of culture.
25
Junior Cycle
Appendix 2
Business Studies
Glossary of
action verbs Glossary of action verbs
This glossary is designed to clarify the learning outcomes. Each action verb is described in terms
of what the learner should be able to do once they have achieved the learning outcome. This
glossary will be aligned with the command words used in the assessment.

Action verbs Students should be able to

Analyse study or examine something in detail, break down in order to bring out
the essential elements or structure; identify parts and relationships, and to
interpret information to reach conclusions

Apply select and use information and/or knowledge and understanding to explain a
given situation or real circumstances

Appreciate recognise the meaning of, have a practical understanding of

Assess judge, evaluate or estimate the nature, ability, or quality of something

Calculate obtain a numerical answer showing the relevant stages in the working

Classify group things based on common characteristics

Compare give an account of the similarities and/or differences between two (or more)
items or situations, referring to both/all of them throughout

Complete finish making or doing; bring to a successful conclusion

Conduct organise and carry out

Consider describe patterns in data; use knowledge and understanding to interpret

patterns, make predictions and check reliability

Construct develop information in a diagrammatic or logical form; not by factual recall

but by analogy or by using and putting together information

Convert change to another form

Debate argue about a subject, especially in a formal manner

26
Action verbs Students should be able to

Demonstrate prove or make clear by reasoning or evidence, illustrating with examples or

practical application
Junior Cycle
Business Studies
Glossary of Describe develop a detailed picture or image of, for example, a structure or a process,
action verbs using words or diagrams where appropriate; produce a plan, simulation or
model

Develop progress or improve to become more mature, advanced, or elaborate

Devise plan, create or formulate a procedure or system by careful thought

Determine ascertain or establish exactly by research or calculation

Differentiate recognise or ascertain what makes something different

Discuss offer a considered, balanced review that includes a range of arguments,

factors or hypotheses; opinions or conclusions should be presented clearly
and supported by appropriate evidence

Distinguish make the differences between two or more concepts or items clear

Evaluate (data) collect and examine data to make judgments and appraisals; describe
how evidence supports or does not support a conclusion in an inquiry or
investigation; identify the limitations of data in conclusions; make judgments
about ideas, solutions or methods

Evaluate (ethical collect and examine evidence to make judgments and appraisals; describe
judgement) how evidence supports or does not support a judgement; identify the
limitations of evidence in conclusions; make judgments about ideas, solutions
or methods

Explain give a detailed account including reasons or causes

Examine consider an argument or concept in a way that uncovers the assumptions and
relationships of the issue

Identify recognise patterns, facts, or details; provide an answer from a number of

possibilities; recognise and state briefly a distinguishing fact or feature

Investigate observe, study, or make a detailed and systematic examination, in order to

establish facts and reach new conclusions

Interpret use knowledge and understanding to recognise trends and draw conclusions
from given information
 27
Action verbs Students should be able to

Justify give valid reasons or evidence to support an answer or conclusion

Junior Cycle
Business Studies Monitor observe and check the progress of something over a period of time; keep
Glossary of under systematic review
action verbs
Predict give an expected result of an event; explain a new event based on
observations or information using logical connections between pieces of
information

Prepare make something ready for use or presentation

Present promote or propose an idea; deliver or illustrate evidence; show something for
others to examine

Propose put forward a plan or suggestion for consideration

Recommend put forward something with approval as being suitable for a particular
purpose

Recognise identify facts, characteristics or concepts that are critical (relevant/

appropriate) to the understanding of a situation, event, process or
phenomenon

Relate associate, giving reasons

State provide a concise statement with little or no supporting argument

Suggest propose a solution, hypothesis or other possible answer

Understand have and apply a well-organised body of knowledge

Use apply knowledge or rules to put theory into practice

Verify give evidence to support the truth of a statement

 2015 Government of Ireland